1 National Board Certification: Who Becomes NBPTS Certified and What Are the Consequences for Students? Dan Goldhaber University of Washington and The

1

National Board Certification:Who Becomes NBPTS Certified and What

Are the Consequences for Students?

Dan Goldhaber

University of Washington and The Urban Institute

2

History of the National Board• Grew out of the Carnegie Forum’s A Nation

Prepared: Teachers for the 21st Century (1986)

• Founded in 1987 with the stated mission to:– Establish high and rigorous standards for what

accomplished teachers should know and be able to do– Develop and operate a national voluntary system to

assess and certify teachers who meet these standards – Advance related education reforms for the purpose of

improving student learning in American schools

3

Increase in NBPTS-Certified Teachers

303676

1064

131

705

1448

2037

0

500

1000

1500

2000

1997 1998 1999 2000

ApplicantsCertified

41%

43%

47%

52%

4

Why Should We Care AboutNBPTS Certification?

• Teachers matter!• Unmeasured characteristics - Goldhaber et al. (1999), Rivkin, Hanushek, and

Kain (2001), Sanders (1997)• Academic Skills - Ehrenberg and Brewer (1994), Strauss and Sawyer (1986),

Wayne (2001), Ferguson (1991, 1998) - 1 standard deviation increase in teacher licensure scores raises student scores by .17 standard deviations

– NBPTS designed to identify “effective” teachers

• Significant expenditures on NBPTS• Rewards associated with NBPTS certification are a

significant departure from the single salary schedule– Potential long-term influence on teachers’ recruitment and career

paths

5

Certification Process• Two major components of assessment:

– Portfolio: Classroom practices, teacher reflection & community involvement

• Videotaped classroom interactions, collected student work (includes assessments, instructional materials), documented work with families, community, colleagues, and professional organizations

– Assessment center exercises: Content & pedagogical knowledge tests

• Constructive responses (essays) to challenging classroom situations

• Must meet performance standard of 275 points• Certification process takes 6-12 months and is

valid for 10 years

6

Expenditure on NBPTS

• By 2002, NBPTS had received over– $109 million in federal funds– $106 million from non-federal sources

• State and local expenditures– Reimbursement of assessment fees– Release time and preparation materials– One time bonus or annual salary increase

7

State and Local Expenditures on NBPTS(North Carolina Example)

$2,300Reimbursement ofassessment fee

1st year Cost for Individual Certification

+Annual salary

increase $5,389

Total cost 1st year = $7,689

10 Year Cost for Individual

Certification$56,190

Total Cost to NC

(x 2,037 applicants) = $4,685,100

(x 1,064 certified) = $5,706,951

Total cost 1st year =

+

$10,392,051

10 Year Cost to NC = $61,754,610

8

Some Key Questions• What factors are associated with the decision to seek

NBPTS certification?

• What factors are associated with the success of applicants to NBPTS?

• Can we judge the effectiveness of NBPTS based on student outcomes– Identification of effective teachers

– NBPTS process as professional development

• How does NBPTS certification affect teachers’ career paths– Length of time that teachers remain in the teaching profession

– Distribution across districts, schools, and students?

9

Key Findings• Influences on probability of application

– Teacher demographics and test scores– Districts’ financial incentives for successful applicants

• Influences on probability of certification– Major effect of teacher race– Strong positive effects of teacher test scores

• Simulations suggest major reason for increased certification rates is change in applicant pool (stronger applicants)

• Uneven student outcome results– Stronger evidence favoring NBPTS certified teachers for younger

students and in math

10

Previous Studies (1): Reasons for Seeking Certification and Perceptions of Effects

• CPRE case studies– Finds applicants in districts were motivated by:

• Desire to validate their teaching techniques and obtain leadership position, monetary incentive

• Widespread belief in benefits of NBPTS certification to schools, teachers and students

• NBPTS surveys– Most NBPTS teachers report certification process:

• Is excellent professional development (80%)• Has positively affected teaching practices (91%)• Has resulted in positive impacts on student engagement,

motivation, and achievement (69%)

11

Previous Studies (2): Student Outcomes

• Bond study– NBPTS teachers outperform non-certified peers in 11 of 13

“key teaching dimensions”• Does not use pre- and post-year measures of student performance or

adjust for differences among students

• Stone study– NBPTS certified teachers are not particularly effective as

measured by TVAAS scores• No comparison group or control for student background factors,

reliance on 115% as a benchmark for “high performing”

12

Data Sources

• N. C. Department of Public Instruction– Teacher and student records

• NBPTS/Educational Testing Service– NBPTS candidate teacher records

• Common Core of Data– Community and school district characteristics

• Survey of administrative offices of N.C. school districts– Incentives for NBPTS candidates and teachers

13

Why North Carolina Data?

• Comprehensive accountability system allows for student teacher links– Student level (about 1 million obs/year)

• Background: race, parent education level• Subject and year-end test scores: grades 3-12

– Teacher level (over 70,000 obs/year)• Background: race, age, license, years experience• Candidates’ scores on NBPTS assessments

• Strong backing of NBPTS by Gov. Hunt– NC has about a quarter of the NBPTS teachers in U.S.

14

Teacher Characteristics

TEACHERSCHARACTERISTICS

OverallSample

Did NotApply

AppliedApplied,

NotCertified

Applied,Certified

Age 41.47(10.62)

41.46**(10.65)

41.80**(8.81)

.42.13**(8.77)

41.47**(8.83)

Black .14(.35)

.14*(.35)

.13*(.35)

.21**(.41)

.04**(.20)

White .83(.38)

.83**(.38)

.85**(.36)

.76(.43)

.94(.24)

Hispanic .005(.07)

.005**(.07)

.001**(.04)

.00(.04)

.00(.05)

Average TeacherTest Score

-.009(.92)

-.015**(.92)

.17**(.90)

-.10**(.89)

.46**(.81)

Highest Degree isMasters

.26(.44)

.25**(.43)

.43**(.50)

.40(.49)

.47(.50)

*p<.10 **p<.05

15

School CharacteristicsSCHOOLCHARACTERISTICS

OverallSample

Did NotApply

AppliedApplied,NotCertified

Applied,Certified

% Students Performing at orabove Grade-Level

70.39(11.63)

70.35**(11.62)

71.53**(11.77)

70.10**(12.21)

73.05**(11.08)

Exceeded Expected Growthin Student Performance

.52(.50)

.52**(.50)

.55**(.50)

.51**(.50)

.59**(.49)

Most Improved in StudentPerformance

.01(.12)

.01**(.12)

.02**(.14)

.02(.13)

.02(.15)

% of Minority Students 37.77(24.67)

37.80**(24.68)

36.71**(24.33)

39.98**(26.12)

33.23**(21.75)

Student/Teacher Ratio 14.49(5.81)

14.49**(5.84)

14.82**(4.19)

14.71*(4.92)

14.94*(3.24)

% Students on Free Lunch 31.84(19.34)

31.87**(19.34)

31.02**(19.50)

34.21**(20.36)

27.63**(17.93)

*p<.10 **p<.05

16

District and Community Characteristics

DISTRICT CHARACTERISTICS OverallSample Did Not Apply Applied Applied, Not

CertifiedApplied,Certified

Current Expenditure (per pupil)5413.22(571.42)

5409.15**(570.80)

5598.46**(557.77)

5554.99**(554.52)

5644.61**(557.63)

% In districts withone-time bonus

2.90(16.78)

2.86**(13.68)

5.46**(22.72)

5.30(22.42)

5.63(23.06)

Mean value of one-time bonus15.17

(91.14)14.97**(90.50)

29.44**(127.58)

29.48(130.28)

29.39(124.68)

% In districts with salaryincrement

4.03(19.66)

4.01**(19.63)

4.98**(21.75)

4.72(21.21)

5.25(22.30)

Mean value of salary increment33.72

(226.99)33.37**(225.43)

58.38**(317.22)

53.68(305.19)

63.36(329.60)

% In districts with financialincentives

6.16(24.03)

6.10**(23.94)

9.72**(29.63)

9.39(29.18)

10.07(30.10)

% Children in Poverty14.89(7.55)

14.90*(7.55)

14.69*(7.65)

15.51**(8.20)

13.82**(6.91)

% Non-White Children22.86

(18.80)22.89**(18.81)

21.85**(18.21)

24.24**(19.66)

19.30**(16.15)

% BachelorÕs or Higher Degree17.44

(11.53)17.43

(11.51)17.25

(11.87)15.93**(11.26)

18.66**(12.34)

Median Value Housing ($)66667.31

(16918.90)66643.27*(16914.19)

67133.21*(16825.28)

65005.49**(16227.91)

69393.86**(17154.60)

*p<.10 **p<.05

17

Analytic Approach

• OLS and logit models of the factors associated with– Application for NBPTS certification – The likelihood of successful certification – NBPTS assessment scores

• Fixed and random effects models to account for potential correlation of error terms across schools/districts & over time

• Bivariate probit to account for potential correlation of error terms between applicant and certification models

18

Application CertificationNBPTS Assessment

Score

Teacher Test (z-) Score0.32* (0.14)

0.31** (0.14)

21.50***(6.93)

20.46***(7.38)

23.86***(3.53)

22.76***(3.52)

Black0.28***(0.079)

0.28***(0.079)

-32.51***(3.38)

-32.09***(3.41)

-25.04***(1.82)

-24.65***(1.86)

Male-1.055*** (0.078)

-1.06*** (0.079)

-13.40***(2.96)

-13.43***(3.00)

-13.35***(1.88)

-13.71***(1.89)

19982.08*** (0.14)

2.14** *(0.14)

0.16(6.27)

-2.63(5.93)

3.11(3.61)

2.88(3.41)

19992.60*** (0.16)

2.76*** (0.13)

0.25(6.83)

2.23(5.84)

3.26(4.00)

6.32*(3.35)

20002.87*** (0.19)

2.98*** (0.14)

3.03(7.69)

7.21(6.01)

6.64(4.59)

11.42***(3.45)

Yrtest980.14

(0.15)0.15

(0.15)-1.37(7.41)

-0.84(7.82)

-7.76**(3.78)

-6.95*(3.78)

Yrtest990.15

(0.14)0.17

(0.14)-6.27(7.14)

-5.19(7.59)

-10.79***(3.65)

-9.74***(3.65)

Yrtest00-0.038 (0.14)

-0.028 (0.14)

-6.78(7.09)

-5.31(7.56)

-11.72***(3.62)

-10.49***(3.62)

Selected Coefficient Estimates

19

Application Model Results

• Teacher variables– Those who are younger, African-American, and/or female are

more likely to apply– Those fully licensed, and receiving a license from a North

Carolina approved teacher training institution more likely to apply

– Teacher test score and year dummy variables are significant

• Salary incentive, but not bonus, has an impact

20

Certification Model Results

• Those who are younger, female, and/or with Masters degrees are more likely to obtain certification

• African-Americans far less likely to obtain certification• Teacher test score is significant, but no significant

difference in slope or intercepts across years– Suggests certification is not becoming easier

• NBPTS assessment model results parallel results from certification models

21

Simulations

• Application and certification probabilities, and NBPTS assessment scores over time– For a hypothetical teacher with the same characteristics as

the 1997 sample mean– With changes in teacher test (z-) scores– For teachers who switches from an affluent to a

disadvantaged school/district

• Application probabilities with changes in district incentive variables

• Use these results to simulate costs and benefits

22

Probability of Application(Teacher with 1997 Mean Characteristics)

23

Simulated Application Ratesby Z-Score and Year

24

Simulated Conditional Certification Rates by Z-Score and Year

25

Mean Characteristics of Affluent and Disadvantaged Schools

Variable School A School B

Teacher Characteristics

% Black 11.3% 34.8%

Teacher Test (z-) Score 0.23 -0.40

% with MasterÕs 38.3% 12.4%

School Characteristics% Students Performing At orAbove Grade-Level

78.2% 43.5%

% Minority Students 24% 70%

% Free-Lunch Students 11% 30%

Community Characteristics

% Children in Poverty 13.1% 29.4%

% BachelorÕs or Higher Degree 30.8% 7.8%

Median Value Housing ($) $86,348 $45,488

26

Simulated Application and Certification Rates by School and Teacher Type

75.40%

2.13%0.29%

17.50%

2.16%

43.70%

0%

10%

20%

30%

40%

50%

60%

70%

80%

Application Rate Certification Rate

School A, School A Teachers School B, School B Teachers School B, School A Teachers

27

Simulated Marginal Effects of Local Salary Incentives

28

So is NBPTS IdentifyingEffective Teachers?

(Using NC test scores as measure of student gains to measure teacher effectiveness)

• What are the “Right” Student Outcome Comparisons?– Certified versus non-certified teachers

• Relative effectiveness of NBPTS certified teachers

– Non-certified applicants versus non-applicants• Evidence of teacher “motivation”

– Non-certified applicants versus certified applicants• NBPTS ability to discern teacher effectiveness

– Certified applicants over time• NBPTS process as professional development

• Multiple grades and subjects

29

Preliminary Evidence: 19973rd Grade Means

(Standard Deviation in Parenthesis)Reading Math

Non-ApplicantCertifiedApplicant

Non-CertifiedApplicant



Beginningof Grade

Score

**138.02(8.65)

141.05**(9.01)

134.65**(8.35)

**130.15(8.12)

132.05**(8.78)

126.19**(7.11)

End ofGradeScore

**144.22(9.78)

145.96*(10.21)

139.19**(8.65)

**143.01(11.23)

144.95(11.53)

136.22**(10.62)

Growth inGradeScore

**6.28(6.74)

4.76**(5.54)

4.88(6.34)

**12.95(7.36)

13.15(7.71)

9.83**(7.61)

SampleSize (N)

74268 81 73 74466 82 73

4th Grade Means(Standard Deviation in Parenthesis)

Reading Math





Beginningof Grade

Score

144.07(10.06)

148.11(8.46)

142.10(10.22)

142.18(11.80)

146.56**(9.31)

140.14**(12.74)

End ofGradeScore

148.49(9.60)

151.85(7.69)

146.73(9.30)

**149.54(10.80)

150.44(8.80)

146.12**(10.86)

Growth inGradeScore

*4.56(6.05)

3.60**(5.36)

5.34**(4.95)

7.58(7.27)

4.16**(6.76)

6.58**(7.21)

SampleSize (N)

65020 62 80 65224 62 79


Reading Math





Beginningof Grade

Score

148.84(9.73)

151.70**(8.94)

149.41**(7.76)

148.69(10.96)

152.48**(10.46)

149.23**(9.69)

End ofGradeScore

153.05(8.91)

155.74**(9.59)

153.75*(7.92)

156.51(10.39)

160.92**(10.79)

157.62**(10.10)

Growth inGradeScore

4.32(5.72)

3.69(4.78)

4.51(4.72)

8.05(6.29)

8.10(5.05)

8.72(5.35)

SampleSize (N)

63476 89 144 63494 90 144

** p<.05 * p<.1

30







Beginning ofGrade Score

**137.86(8.50)

139.36**(8.76)

136.75**(8.08)

**130.34(7.97)

132.15**(8.21)

129.11**(7.68)

End of GradeScore

**145.78(9.68)

148.35**(8.98)

144.68**(9.19)

**142.47(11.13)

145.27**(10.86)

140.54**(11.22)

Growth inGrade Score

7.90(6.91)

8.85**(6.59)

7.61**(6.86)

**12.23(7.37)

13.19**(7.09)

11.07**(7.13)

Sample Size(N)

72555 391 629 72874 396 631


Reading Math






144.57(9.53)

145.50**(9.68)

145.21(9.07)

**143.47(10.90)

144.07(11.09)

145.11(10.28)

End of GradeScore

149.44(9.56)

150.37**(10.24)

149.85(9.30)

151.62(10.76)

152.76**(11.40)

152.11(10.27)


4.93(5.44)

4.59(5.11)

4.60(5.37)

**8.32(6.45)

8.48(7.10)

7.03**(6.10)

Sample Size(N)

58101 392 376 58291 392 380


Reading Math






**148.77(9.43)

150.46**(9.22)

150.08(8.86)

**149.93(10.59)

151.75**(10.18)

151.67(10.02)

End of GradeScore

**154.39(8.99)

155.80**(8.81)

155.34(8.27)

**157.59(10.08)

158.94**(10.37)

158.63(10.42)


*5.73(5.14)

5.86(5.29)

5.31*(4.93)

**7.87(5.79)

7.95(5.60)

7.20**(5.48)

Sample Size(N)

57206 491 543 57442 492 548

** p<.05 * p<.1

31







Beginningof Grade

Score

138.20(8.46)

139.26**(8.57)

137.54**(8.28)

**130.89(7.91)

132.01**(8.19)

130.50**(7.80)

End ofGradeScore

*146.44(9.69)

148.56**(9.54)

145.99**(9.21)

**142.97(11.08)

145.18**(10.71)

142.07**(10.72)

Growth inGradeScore

8.24(6.97)

9.27**(6.99)

8.24**(7.04)

*12.01(7.36)

13.11**(7.26)

11.28**(7.20)

SampleSize (N)

78766 1250 1178 79156 1256 1181


Reading Math





Beginningof Grade

Score

146.04(9.49)

147.14**(9.40)

145.95**(8.96)

142.89(10.86)

143.79**(10.86)

143.02(10.09)

End ofGradeScore

*149.56(9.35)

150.60**(9.20)

149.08**(8.75)

**152.39(10.28)

153.58**(10.44)

151.32**(9.50)

Growth inGradeScore

3.51(5.54)

3.31(5.20)

3.35(5.26)

**9.51(6.33)

9.62(6.01)

8.46**(5.68)

SampleSize (N)

48141 557 543 48414 557 544


Reading Math





Beginningof Grade

Score

149.51(9.43)

151.63**(9.50)

149.79**(9.32)

151.73(10.63)

153.36**(10.54)

152.05**(10.34)

End ofGradeScore

154.39(8.50)

155.62**(8.52)

154.27**(8.40)

159.38(10.01)

160.56**(9.73)

159.03**(10.08)

Growth inGradeScore

4.83(5.12)

3.95**(5.14)

4.51*(5.10)

**7.68(5.71)

7.18**(5.73)

7.19(5.31)

SampleSize (N)

47160 612 600 47408 618 601

** p<.05 * p<.1

32

Student Achievement ResultsRelative to students of non-certified applicants in:• 18 of 18 cases students of NBPTS teachers had

higher end-of-year scores• 17 of 18 cases students of NBPTS teachers had

higher beginning-of-year scores• 9 of 18 cases students of NBPTS teachers had

higher growth scores6 of 9 cases in

math, across grades3 of 9 cases in reading, across grades

5 of 6 cases in 3rd grade2 of 6 cases in 4th grade2 of 6 cases in 5th grade

33

Conclusions

• Strong correlation (across time) between teacher test scores and application, certification, and NBPTS assessment scores– Significant differences by race

• Clear increase over time in the inclination to apply, but little evidence that the likelihood of certification has gone up over time– More academically skilled applicants explain majority of increase

in certification rate

• Uneven student outcome results– Stronger evidence favoring NBPTS certified teachers for younger

students and in math

34

Next Steps

• Multivariate analysis of effectiveness of NBPTS assessment process based on student outcomes– Identification of NBPTS teachers– NBPTS process as professional development

• Assess impact of NBPTS on teachers’ career paths– Measure the influence of NBPTS certification on length of time in

teaching profession and length of time teaching in particular districts or schools

– Determine the types of districts, schools, and students are NBPTS-certified teachers most likely to teach

– Measure the affect of district-specific NBPTS-related incentives on the mobility and distribution of NBPTS-certified teachers within the profession

35

BACKUP SLIDES

36

NBPTS Assessment Model Results

• Generally parallel results from certification models

• Interactions between teacher pretest score and year dummies are statistically significant– Implies a reduced correlation between pretest

scores and NBPTS assessment scores in years following 1997

37

Probability of Certification (Teacher with 1997 Mean Characteristics)

33.7%

33.0%

33.8%

35.4%

32%

32%

33%

33%

34%

34%

35%

35%

36%

36%

1997 1998 1999 2000

Pro

bab

ility

*

38

NBPTS Assessment Score (Teacher with 1997 Mean Characteristics)

265

265

264

268

261

262

263

264

265

266

267

268

269

1997 1998 1999 2000

39

Growth in Certification Areas

7

17

2426

31

12

0

5

10

15

20

25

30

35

1998 1999 2000 2001 2002* 2003*Year

Num

ber

of C

erti

fica

tion

Are

as

*Projected

40

CPRE Study

• Qualitative study to assess effects of NBPTS certification– Conducted interviews with 30 teachers, NBPTS candidates,

administrators in 5 districts in 5 different states that vary by level of incentive offered

• Finds applicants in districts were motivated by:– Desire to validate their teaching techniques– Obtain leadership position– Monetary incentive

• Strong widespread belief in benefits of NBPTS certification to schools, teachers and students

41

Bond Study

• Compares NBPTS certified to non-certified teachers (a total of 65) in 2 states and D.C.– Uses teacher surveys, observations and student work to

measure 13 areas of teacher effectiveness and 2 areas of student learning

• Finds NBPTS teachers outperform non-certified peers in 11 of these “key teaching dimensions,” and produce higher achieving students as measured by student work samples– Does not use pre- and post-year measures of student

performance or adjust for differences among students

42

Stone Study

• Compares NBPTS-certified teachers to non-NBPTS-certified teachers in Tennessee– The study includes only 16 NBPTS-certified teachers

• Finds that NBPTS certified teachers were not exceptionally successful in improving student achievement– The study does not use conventional techniques for

demonstrating statistical significance

– The Value-Added system in Tennessee used here to measure student achievement does not directly account for differences in students’ backgrounds

43

NBPTS Surveys

• Most NBPTS teachers report certification process:– Is excellent professional development (80%)

– Has positively affected teaching practices (91%)

– Has resulted in positive impacts on student engagement, achievement, and motivation (69%)

• No comparison group

44

Fixed and Random Effects Application Models

• Specification tests– Random effects models preferred over OLS (Lagrange

multiplier test)– Reject the null hypothesis of joint significance of school and

district fixed-effects being zero

• Coefficients are quite robust across model specifications– Unobserved school and district characteristics important

predictors of application, but uncorrelated with included explanatory variables

45

Effect Size of Select Variables on Application

46

Effect Size of Select Variables on Conditional Certification

-0.5

-0.4

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

Ag

e

47

Effect Size of Select Variables on Unconditional Certification

-0.3

-0.2

-0.1

0

0.1

0.2

0.3

0.4

0.5

Ag

e

48

NBPTS: Governance & Structure

• Governed by a 63-member Board of Directors– Classroom teachers– District administrators and school board members– State officials– Business and community leaders– Union officials

• Certification Areas– Offers certificates in 24 areas– Most common in generalist certificates for teachers of

multiple subjects (early childhood, middle childhood, and early adolescence)

49

Demographic Information 19973rd Grade Means

(Standard Deviation in Parenthesis)Non-Applicant Certified

ApplicantNon-Certified

Applicant% Minority Students per

Teacher36.90

(25.64)36.78

(19.88)52.70

(29.53)% Title 1 Students

per Teacher36.66

(40.90)12.62

(14.59)61.70

(42.06)Current Per Pupil

Expenditure4936.62(408.71)

4933.70(180.89)

5165.83(448.74)

Sample Size (N) 83445 84 784th Grade Means

(Standard Deviation in Parenthesis)% Minority Students per

Teacher36.65

(25.66)37.94

(20.46)54.18


per Teacher34.41

(41.01)41.27

(44.46)62.17



5446.41(963.83)

5189.93(181.10)



Teacher35.66

(25.19)25.16

(16.32)31.74


per Teacher34.29

(41.86)24.42

(27.89)9.02



5023.88(326.37)

4979.70(319.68)

Sample Size (N) 79943 99 156

50



ApplicantNon-Certified

Applicant% Minority Students per

Teacher36.99

(25.59)29.97

(16.17)42.04


per Teacher37.79

(41.57)26.51

(31.20)44.41



5373.49(671.08)

5291.44(386.58)



Teacher36.63

(25.60)30.04

(25.05)38.87


per Teacher35.82

(41.70)39.45

(46.78)36.42



5254.80(396.24)

5400.53(561.06)



Teacher35.72

(25.38)29.42

(21.30)32.66


per Teacher34.68

(41.93)22.35

(35.54)29.59



5285.69(643.07)

5420.57(615.36)

Sample Size (N) 81648 640 677

51



ApplicantNon-CertifiedApplication

% Minority Students perTeacher

37.78(26.18)

31.66(22.23)

46.64(30.02)

% Title 1 Studentsper Teacher

40.16(42.80)

32.11(40.33)

54.40(42.57)

Current Per PupilExpenditure

5659.74(484.83)

5800.59(70.43)

5513.34(392.90)



Teacher37.27

(25.98)30.88

(21.79)40.71


per Teacher38.06

(43.15)24.13

(35.12)47.06



5705.74(498.07)

5772.50(426.65)



Teacher36.54

(25.90)29.91

(22.06)38.85


per Teacher36.90

(43.08)25.04

(40.14)38.61



5762.28(521.07)

5717.51(691.81)

Sample Size (N) 85459 994 1034

52

Simulated NBPTS Assessment Scoresby Z-Score and Year

200

220

240

260

280

300

320

Documents

1 National Board Certification: Who Becomes NBPTS Certified and What Are the Consequences for Students? Dan Goldhaber University of Washington and The